I have 22 years of experience in tutoring learners to achieve their goals. I tutor GCSE, A-Level, EPQ, IB, PRE-U, Undergraduate, Postgraduate/Doctoral students, UCAS and Oxbridge applicants, and professional clients in Academic Research and Writing, Creative Industries, Critical Thinking, Cultural Studies, Education, Film, Government and Politics, Marketing, Media, Oxbridge Entrance/UCAS, Philosophy, Religious Studies, Theology, Theory of Knowledge, and Social Sciences.
I combine two decades of experience in the education sector with my earlier career in the creative industries to offer engaging learning opportunities relevant to our daily lives. I am a passionate advocate of 'affective' learning and well-being through creativity, critical inquiry and philosophical reasoning. I invite you to engage in these ways of thinking that can empower you with relevant skills to support your personal growth. I have extensive experience in tutoring GCSE, A-Level, PRE-U, EPQ, Undergraduate, Postgraduate and Professional learners. My presentation style is engaging and interactive. I convert complicated theories and paradigms into straightforward ideas, with practical worth, and impart useful advice for my clients.
I have worked as a professional tutor and educational consultant for six years. I have taught dozens of students for thousands of hours in total. I have also worked as a teacher in an independent school in North London.
I have had many successful students; a few examples include:
>Two admitted to study HSPS at Cambridge.
>One admitted to all three of Westminster, Winchester, and St.Paul's for 13+.
>One who gained 84/84 marks in his A-Level Politics Paper 2, which is now being used as an exemplar.
>One who gained an A in A-Level History after being predicted a C.
I believe that the most important virtue in a tutor is the ability to empathise with a student's cognitive position. When teaching I aim to guide a student through the mental steps needed to accomplish the goal of the lesson.
I typically spend much of a lesson in dialogue with the student. I break this up with exercises to embed and reinforce key points, but I always end the lesson with a call to reflection on what the student has learned. I emphasise that knowledge is open-ended and interconnected.